Theological education, spiritual formation and leadership are all contested issues in the Church, especially within the African context. Although these topics are thoroughly discussed, the relation and the interdependence are not always clear. This article discusses these topics in relation to each other and in relation to the One who calls servant leaders to guide his church for her service in the world. The importance of the local church as missional church is emphasised in the article. Thus, what (...) the faith community believes and teaches about God determines our ecclesiology, theological education and leadership. What does God have to do with theological education, spiritual formation and leadership development in Africa? The answer is everything! The article used a literary study to research the relationship between the different topics and the church and concluded that dependence exists between them. CONTRIBUTION: Much is written on theological education in Africa. However, students come into theological education with an already established spirituality formed by other agents. The article contributes to the discussion about the relation between formal theological, spiritual formation and leadership. It emphasises the relation between the theological institution and the local church. (shrink)

Theological education, spiritual formation and leadership are all contested issues in the Church, especially within the African context. Although these topics are thoroughly discussed, the relation and the interdependence are not always clear. This article discusses these topics in relation to each other and in relation to the One who calls servant leaders to guide his church for her service in the world. The importance of the local church as missional church is emphasised in the article. Thus, what (...) the faith community believes and teaches about God determines our ecclesiology, theological education and leadership. What does God have to do with theological education, spiritual formation and leadership development in Africa? The answer is everything! The article used a literary study to research the relationship between the different topics and the church and concluded that dependence exists between them. CONTRIBUTION: Much is written on theological education in Africa. However, students come into theological education with an already established spirituality formed by other agents. The article contributes to the discussion about the relation between formal theological, spiritual formation and leadership. It emphasises the relation between the theological institution and the local church. (shrink)

Character formation is a mandatory requirement for all theological leaders and students. The purpose of this empirical and field research is to understand the perceptions of theological leaders and students regarding the role of theological education in ministerial character formation. The study seeks to discover the difficulty that theological institutions face as they develop and implement moral formation programs. Incongruencies tend to exist between what theological leaders do in the preparation of students for ministry (...) and what they finally produce as ‘the product’ of their efforts. The study analysed results from interviews with theological leaders and students regarding their perceptions of the role of theological education on character formation. The finding of the study was that college leaders and students showed different perceptions, raising questions on ‘what is theological about theological education’. Theological students viewed character formation as key in ministerial formation, whereas theological leaders believed that they played pivotal roles in character formation. Theological students underscored the importance of college leaders as models, the role of churches as essential partners for character formation and the place of co-curricular activities in ministerial formation programs. The study concludes by underscoring key theological implications that are drawn from the study. First, the major contributions that both theological leaders and students make to the ministerial formation process. Second, the need to have ministerial leaders who have skills to minister in diverse contexts. Finally, the need for clarity of purpose of any theological education program.Contribution: This article contributes to the knowledge about the role of theological leaders and contribution of theological students to character formation. The theological leaders and students are leaners and teachers in the ministerial formation process. Sound theological education practice revolves around co-construction of knowledge through the interaction of the students, their college teachers, homes, churches, and the wholesomeness of seminary life and its curriculum. (shrink)

This article looks at theological education and missional formation in the South African context. It examines the understanding of theology and mission and connects it with theological education. It then proceeds to explore some of the essential elements that should constitute theological education in the South African context. The aim is to show that theological education in South Africa is in need of transformation.

Taking into review the newly published series of substantial multi-authored volumes on ecumenical theological education internationally, this article identifies, from the author's own experience in ecumenical theological education and from his publications in this field, the central issue of specificity, locality and context in theological education. This takes place within two broadly developing new and relevant trends: post-secularism and inclusive liberalism, briefly described and then related to theological education. In the light of (...) these trends, some questions are asked on theological education, and a plea for greater interdisciplinarity is made. The article thus contains a considerable part of self-reflective material, based on substantial professional experience in theological education, which enables engagement with the new publications and newly developing international contextual features that will shape theological education for the foreseeable future. (shrink)

There is a conflict over whether Christian ministry and theological education should be pursued with an expectation for economic survival. The rise of Christian ministry practice emphasising wealth and prosperity has heightened commodification of the Christian ministry. Church ministry and theological education are being used as instruments for economic profit. The link between theological education and Christian ministry, among other things, is that church practices and ministry expressions reflect the underlying theology. In such a (...) situation, this article reflects on the following questions: How are Christian ministry and its undergirding theology being utilised as instruments of economic prosperity in Africa? What is the theological education approach that is employed to support this ministry approach? The article attempts to establish an understanding of ministerial practise that has biblically and theologically informed views of material wealth. It begins by examining the traditional missionary model of ministry as a sacrificial act and responses by African clergy. This is followed by examination of the development of the view of ministry as a means of economic survival and commodification of ministry and theological education in Africa. It concludes by providing an evaluation and proposing a way forward. (shrink)

Christina Landman is a professor of Theology at the Research Institute for Theology and Religion, University of South Africa. As an East African serving under her as a research fellow at the Research Institute of Theology and Religion since 2014, and as somebody whose articles have been published in the two journals where she has been the editor, I can only honour her by contributing to her festschrift and in basing my reflections on my understanding of theological education (...) in tropical Africa, where she plays a critical role – despite my bias towards East Africa, and Kenya in particular. In other words, the goal of this article is to focus on the future of theological education in Africa, with special reference to Eastern Africa, and Kenya in particular. How has Africa journeyed with theological education since its inception in the 19th and 20th century? How is it reflected in the academic institutions of higher learning, in ministerial training, in general academic contexts and in local congregations? Is it Africanity without ethics? Does it have a future? In addressing these concerns, the article employs historic-analytical design in its endeavour to assess the efficacy of theological education as an agent of social transformation in 21st-century Africa. Considering that Africa cannot be identified as a single geocultural context and/or as a monolithic entity, the article builds its case by mainly referring to the Kenyan context. Its methodology includes an extensive literature review of some materials that are connected to theological education, participant observation and personal reflections as an educationist in an African context. The methodology will also include the Protestant divinity school that was established in Frere Town, Mombasa, and later shifted to Limuru, Central Kenya, in 1929. It is set on the premise that the future of theological education in Africa is guaranteed by the growing interest in theological education among the youth, especially in the 21st century. (shrink)

This article assesses the strengths and weaknesses of theological education within the evangelical, Spanish-speaking world of Latin America, using the findings of a survey in 2012 of protestant institutions in Bolivia as a case study. There is a particular focus on Pentecostals, since they form the majority of evangelicals in the continent. The study is placed in the context of historical developments, both globally and regionally, from which the involvement and influence of Western mission and models of (...) class='Hi'>education are critiqued. The claim by some of a crisis in theological education is examined, and the challenges for the future of evangelical provision are explored. These include the need for contextualization, the importance of a close relationship between churches and seminaries, and the centrality of mission at the heart of the theological curriculum. It is argued that there should be greater interdependence based on an intercultural model of theology. It is hoped that the conclusions provide some resonances for theological education globally. (shrink)

Africanisation refers to a renewed focus on Africa, a reclaiming of what has been taken from Africa, and forms part of a post-colonialist and an anti-racist discourse. Africanising the curriculum involves developing scholarship and research established in African intellectual traditions. The idea is that this education will produce people who are not alienated from their communities and are sensitive to the challenges facing Africa. However, the idea of Africanisation is highly contested and may evoke a false or at least (...) a superficial sense of 'belonging,' further marginalisation, or it may emphasise relevance. This article discusses the possibility of Africanisation and takes further the argument of Graham Duncan of how Africans can reclaim their voices in the space of theological education. It unpacks the idea of Africanisation within higher education in general, examining the rationale behind the calls for Africanisation, followed by a discussion on the implications of Africanisation for theological education. (shrink)

The commodification of higher education is a global phenomenon that many argue has reduced education into a product that serves the interests of global capitalism and perpetuates the hegemony of western knowledge. Decolonisation discourses demand for access and an Africanised curriculum constitutes resistance to commodification. Theological education as part of higher education has not escaped commodification. African theologians pioneered resistance against the hegemony of western theologies. However, there are additional factors driving commodification, such as high (...) demand for training, that outstrip supply because of the phenomenal growth of Christianity and rise in Christian consumerism. African theologians therefore need to continue resisting western hegemony and also pursue critical dialogues with decolonisation movements as well as all stakeholders such as churches, government and civil society as resistance to commodification. The inclusive and communitarian methodology of the Theological Colloquium on Church, Religion and Society in Africa will be critically assessed for its potential as a possible model. (shrink)

Orality, generally defined as the preference for the spoken over the written word, is an academic discipline that has only recently received attention from the missiological community. The reality of widespread oral preference, also known as “secondary orality,” is no less true in Europe. In this article, the author focuses on the Romanian context. Using qualitative research gleaned from interviews with nine university-educated Romanians, patterns are developed that display how “secondary oral learners” choose to learn and retain new information. Specific (...) attention is given to theologically-related material. Six implications for theological education are advanced in the areas of (1) hermeneutics, (2) preaching, (3) evangelism, (4) discipleship, (5) church planting, and (6) leadership development. Paths forward for ministry in oral preference cultures like Romania are developed. The author concludes that the implementation of such suggestions could lead to more holistic ministry and is potentially transferrable to similar contexts. (shrink)

Nowadays, it is frequently seen that theology education is criticized over secularism or piety concerns. In fact, it has recently been observed that those who have opposed the existence of the theology faculties within the university system for religious reasons have tried to make their voices heard on different platforms, especially on social media. The discussions conducted on different platforms mostly run without a scientific basis. The aim of this study is to determine the views of theology faculty students (...) with regard to the studying on campus and to contribute to the structure of the evaluations on higher religious education-university dilemma on a scientific basis. Metaphor technique was used for data collection. Data were collected in April 2019 using open-ended questions from 228 sophomore, junior, or senior students at Faculty of Theology in Zonguldak Bülent Ecevit University. Content analysis and chi-square technique were used in the data analysis. The research revealed that the majority of students (%73, 2) produced positive metaphors for studying theology on campus. Students mostly explain the positive experience of studying on campus through the possibility of growing up as a well-equipped theologian, recognizing real-life, and representing religion. It was also determined that the students who completed the associate degree and continued theology faculty highlighted the positive aspects of theology education on campus.Summary: While higher education throughout history has been undertaken by madrasas in the East and monastic schools in the West, it has been represented by the modern university in the last two centuries. The madrasas and monastic schools were religious institutions in terms of aims, epistemological and pedagogical understanding, institutional structures, and the lifestyle they produced. The aim of these institutions, which are subordinate to religious authority, was to educate the man on behalf of God while giving this education in accordance with the religion. The university, which replaces madrasas and monastic schools, was not different from the tradition of madrasas and monastic schools when it was first established. The first universities and colleges that were accepted as the ancestors of the well-established universities in the West were schools established for religious purposes. Indeed, many of the western universities established in the past for religious purposes continue their administrative and financial ties with the church. On the other hand, after enlightenment, education has ceased to be a business of religious institutions, and national states have established modern universities to train people suitable for their own needs. The modern university that is positivist and rationalist reveals information to educate people and to perfect society in the name of the state and the economy, not for the God. Research shows that both universities that maintain their ties with the church and state universities participate in the secularization process deeply. Nevertheless, religion continues to exist in different forms at universities, which is much more intense at universities that continue their connection with the church. In addition to the theology and religious studies programs, religion finds a place in the modern university campus through accredited student organizations, campus priests and preachers, social organizations, etc.When Darülfünun (Dār al-Fünūn) the first example of a modern university was established in Turkey in 1900, theology faculty became one of the three faculties. However, whether a modern university is a suitable place for higher religious education has been a controversial issue. In 1915, theology faculty was removed from the university system, then re-established in the university again in 1924, and in 1933, theology education was terminated due to the discussions of modernization. In 1949, the theology faculty was reintroduced at the university; and after 1959, High Islamic Institutes were established under the Ministry of National Education. The inclusion of religious education in the university has been one of the issues that frequently occupy the agenda until 1982, when all higher religious education institutions were included in the university system. In these discussions, the interesting thing is that religious people insist on being included in the university system although various groups oppose in the name of secularism principle. Even more interesting is that there are still demands for higher religious education outside the university, although the number of theology faculties has increased in recent years. In order to make the madrasas to be function as an alternative or complement to theology faculty, they claim that the theology degree completion program or open theology program must be expanded. In fact, it has recently been observed that those who have opposed the existence of the theology faculties within the university system for religious reasons have tried to make their voices heard on different platforms, especially on social media. Those who make such claims, claim that the university is not a suitable place for religious education in terms of epistemology, pedagogy, and social life.This study aims to determine the views of theology faculty students with regarding to the studying on campus and to contribute to the structure of the evaluations on higher religious education-university dilemma on a scientific basis. Within this framework, three basic questions were investigated: (i) Do students highlight positive or negative aspects of theology education on campus? (ii) What kind of experiences are reflected on the positive or negative aspects of theology education on campus from the metaphors? (iii) Is there any difference among the metaphors of the students according to the gender and enrolling types to the faculty (university entrance exam or vertical transfer exam and non-exam enrolling system)? Metaphor technique was used for data collection. Data were collected in April 2019 using open-ended questions from 228 sophomore, junior, or senior students at Faculty of Theology in Zonguldak Bülent Ecevit University. Content analysis and chi-square technique were used in the data analysis.The research revealed that the majority of students (%73, 2) produced positive metaphors for theology education on campus. Students mostly explain the positive experience depending on the possibility of growing up as a well-equipped theologian, experiencing real-life, and representing religion. Among the reasons of the negative metaphor producers, the degenerative effect of the campus environment, the exclusion, and the desire to study in a religious environment come to the fore. It was also determined that the students who completed the associate degree and continued theology faculty highlighted the positive aspects of theology education on campus. Consequently, results show strong student support for theology education at university.In our opinion, it is possible to interpret the recent debates on the inclusion of theology faculties within the university system through the general tendencies of religious people who encounter modernism. In this regard, the results provide important clues. Religious people who encounter modernism generally preferred one of the following three ways: ghetto closure, conflict with the modern, seeking a consensus-based way to continue to touch the life of modern people with the message of religion over time and space. While those who prefer ghettos and conflict reject everything that is modern, those who are accommodating seek ways to keep religion together with modern people and institutions despite some risks. Results show that most of the theology students consider the university as a place that offers opportunities for religious education despite the secular and sometimes challenging environment of the campus. This means that they have a strong self-confidence in the beauty that religion can bring to modern life and modern people. (shrink)

Using principally, though not exclusively, the learning of the biblical languages, this paper seeks to demonstrate four things. Firstly, from their beginnings in the early seventeenth century the majority of British Baptists have believed that the study of theology is essential for their ministers, and that the provision of such an education through their colleges is necessary for the well-being of the churches. Secondly, and contrary to misconceptions among Baptists and those of other traditions, Baptists have always had ministers (...) who have been highly trained theologically, and that this has enriched their service as pastors. Thirdly, it reveals that Baptists today have a wealth of both academically-gifted and theologically-astute pastortheologians and pastor-scholars. Finally, it argues that theology has always played its part in the renewal of Christian life and witness for which so many Christians today are praying. (shrink)

The theological map of the world has been transformed through demographic changes in the Church brought about by the recession from Christian faith in the West and the huge accession to it in other parts of the world. The implications for theological education and Christian scholarship are considered in relation to geopolitical, religio-demographic, academic and theological factors. All point to an urgent need for the development of Christian scholarship in Africa, Asia and Latin America, and for (...) increasing African, Asian and Latin American leadership in theological education. (shrink)

Formal Christian theological training/education is unsurprisingly diverse. This diversity in theological training encompasses: providers and beneficieries from different denominations of modern Christianity, curricula and contents, and aims. If one supposes that theological training is imparted within or in direct/indirect relations with communities of faith one is compelled to ask: What is ‘theological education’? Is this quest worth the effort?

Commercialisation, technology, and globalisation impact all facets of religion.Commercialisation of religion contributes towards society’s obsession with success. One areathrough which commercialisation manifests itself is in theological education. This isexacerbated by the celebrity cult whereby the leader’s success is measured by wealthyappearance. The current legal accreditation requirements put pressure on the Neo-PentecostalCharismatic ministerial formation. The online courses come at a high price, as they alsopromote the popular literature that is not scholarly insightful. The Neo-Charismatic leadersundermine the formal theological (...) training, since they claim to be taught by the Holy Spirit. (shrink)

In this article, the author engages with the question ‘what is so theological about theological education’, which he calls the genealogy of theology. This matter is approached from a very specific vantage point as the author was the former Dean of the Faculty of Theology and Religion at the University of Pretoria (South Africa) and has been engaged in this research project over the last 5 years as the Faculty was under severe review as to its composition (...) and ultimately its very future. This article endeavours to bring to the surface the underlying theology of the author and the paradigm he is operating from. It concludes with a definition of theology as he sees it, but with the explicit qualification of it being situated at a research-intensive university competing for a notable position on the ranking indexes of world universities. A new niche is thus opening up for theology ( vis-à-vis a seminary or even a Christian university), namely, a ‘scholarly endeavour of believers in the public sphere in order to inquire into a multi-dimensional reality in a manner that matters’. (shrink)

If we analyze our legislation in detail, we can see that there are so-called “legal scissors”. On the one hand, the law guarantees freedom by equalizing the rights of all citizens of the state, and on the other - leaves believers outside the legal field declaring separation from the church. It should be noted that even the Law on Education does not guarantee the right to receive alternative education for children of believers, regardless of their affiliation with a (...) religious organization, in educational institutions. It should also be noted that even in the years of Ukraine's independence, the issue of granting theological education a proper status that would equate it to secular rights has not yet been resolved. Again, the principle is the separation of the school and the church. Here are some questions. (shrink)

The third Christian millennium has dawned and global Christianity has been making a drastic shift from the north to the south. This also coincides with the beginning of the post-Christendom era. How these two mega shifts would impact theological education and missional formation is an active discussion today. The study, intended to be a preliminary conversation starter, is a reflection of a southern Christian. It identifies three major components that have been developed, altered, or even dropped in the (...) Christendom process, and how the new era affords world Christianity with a rare opportunity to evaluate, revision, and restore the vision of theologising and theological formation. A fourth component is added to counter-balance the de-Christendom attempts that took place in the twentieth century, which also illustrates the complexity of, and the limitation to, the argument that is presented here. (shrink)

Theological education in Aotearoa New Zealand has developed within the structures of whiteness which inhibit the flourishing of indigenous students. This article employs Willie Jennings’s work, especially from After Whiteness, as an analytical frame to interpret the experience of a wahine Māori (an indigenous woman) student and her Pākehā (European) supervisor during the completion of her capstone integrative theology project at Carey Baptist College in Aotearoa. This project, which intersected Māori knowledges with theology to develop a theological (...) account of land, unveiled the structural injustices that often prevent Māori from flourishing in theological education. We examine the historical legacy of theology's role in instituting educational injustice in Aotearoa and detail the shape this legacy takes in contemporary theological education. We reflect on our distinct experiences in the process of change undertaken to address some of the educational injustices and develop a form of assessment that enabled a Māori student to flourish as Māori. (shrink)

The reality of globalisation is that it has knitted the world into a single time and place and has introduced the dominant force of consumerism. In adopting this framework, it has frayed the moral fabric of theological education and has short changed students who are configured as consumers to please rather than characters to build. While the demographic centre of faith has shifted southward, its ways of thinking and engaging culture have not yet caught up with that shift. (...) Global interconnectedness and the globalisation of knowledge together with homogenisation forces have shaped African theological education to the extent that it has absorbed the almost irreversible traits of the West. This paper highlights how transnational cultural forms have profoundly impacted the production of theological education and will attempt a response to the homogenising forces by the focus of African identity. (shrink)

A decolonial practice and understanding of education (whether theological or otherwise) requires engaging, subverting, deposing and reimagining a whole ecology of imaginaries, practices, structures, institutionalities, traditions, power asymmetries etc.: a task that is far beyond the capacities of any individual, community or even generation. Cognisant of this reality, the article foregrounds the question of pedagogy in theological education (but only as an integral part of the colonial/decolonial ecology of education) and argues that in so far (...) as our pedagogies in theological education treat students primarily as ‘thinking creatures’, we are engaging in a dis-membering pedagogy that reproduces the coloniality of being. I identify a Cartesian anthropology (‘ego cogito sum’) – engendering a host of dualisms giving artificial supremacy to certain dimensions of reality over others – as a key animating source of dis-membering pedagogies. Drawing on the ‘pedagogical excess’ (i.e. underexplored pedagogical themes) in the theological anthropology of Simon Maimela in conversation with pedagogical visions that cohere and extend his anthropological commitments, I argue that a re-membering pedagogy is, at minimum: a pedagogy of performative action, embodiment and (community based) liminality. I argue throughout the article that in the work of re-sourcing our animating anthropologies and re-imagining our pedagogies, we are engaged in the healing work of re-membering that which coloniality has torn apart: theory and practice, mind and body, the individual and relationality, the student and the teacher, the theological school and society. Contribution: This article outlines my attempts to theoretically and theologically ground (and extend) my espoused pedagogical commitments forged at the intersection of my community work and teaching as a theological educator in an undergraduate BTh programme. This article invites other theological educators to become conscious of the theological anthropology that their espoused pedagogical commitments assume and reflect on the pedagogical commitments that their theological anthropology entails, especially as it relates to the ongoing calls for the Africanisation/decolonisation of theological education in South Africa. (shrink)

Psalm 73 is a challenging Psalm in which the Psalmist draws on rich imagery to juxtapose doctrine and experience and to juxtapose the goodness of God with divine retribution. Drawing on data provided by 15 theological educators within the Anglican Diocese of Cyprus and the Gulf, this study tests the thesis that the imagery of Psalm 73 will be perceived differently by sensing types and by intuitive types and that the issue ‘Is God really good to the upright?’ will (...) be judged differently by feeling types and by thinking types. The findings from this study are consistent with the broader hermeneutical theory that the psychological type profile of the reader, in terms of perceiving preference and judging preference, plays a formative part in shaping the interpretation of biblical material.Contribution: Situated within the reader-perspective approach to biblical hermeneutics, the SIFT method is concerned with identifying the influence of the psychological type of the reader in shaping the interpretation of text. The present study demonstrates that this theory holds true for the way in which theological educators read Psalm 73. (shrink)

The knowledge driven, network society that is founded upon technology, demands from students to become independent, confident and motivated life-long, self-directed learners that can transfer their knowledge, skills and values. In order to deliver this type of graduates from a diverse and unequal student pool, effective education must be provided. Educators are encouraged to focus education on student-centeredness and to use technology effectively. Alternative assessment methods that are technology driven could enable both educators and students to become more (...) effective in this environment. This article advocates the use of alternative assessment methods by using technology driven assessment tools for possible replacement of traditional, paper based and ‘one size fits all’ assessment methods within theology. The SECTIONS framework was used to evaluate ten alternative assessment tools that are in accord with the development within society. (shrink)

Len Bartlotti did his doctoral research on proverbs, Islam, and identity among Pashtuns, and serves as Research Tutor at the Oxford Centre for Mission Studies. He served fourteen years in Asia and is founder and former Executive Director of the InterLit Foundation Publishers and Educational Consultants.

The Assemblies of God (AOG) celebrates its centenary in 2017. The paper aims to show the historical development of theological education and ministerial training and formation in this denomination. It starts by showing how internationally AOG embraced the Bible Institute movement as a way of evangelism, church planting and growth from the early decades of the 20th century after the birth of the Pentecostal Movement. Then there is a South African scenario, lamenting the de-emphasis of the importance of (...) theological education, though there was emphasis on evangelism and missional endeavours on the grassroots. The research unfolds the development of institutions from 1949 to the present. All in all, 10 institutions are identified and briefly explained, some of them with their demise. The article concludes by historical reflections on what was taught and identifies the gaps by suggesting that the Pentecostal curriculum should be relevant to the context of Africa by embracing inclusivity: Hidden Curriculum, Gender Studies, Inculturation and Liberation ideals and renaissance of pneumatology. (shrink)

This article explores the concept of hybrid epistemology in relation with the author's theological teaching of his neighbours from the northern townships of Pretoria and the students of the University of Pretoria. It is written from the perspective of a black African mission practitioner who values with equal footing the diverse ways human beings can acquire knowledge. He longs to see a symbiotic relationship between different epistemologies and be prioritised in the theological training of Africans. He stresses that (...) the value in authenticity would allow the diversity of epistemologies to weave together in a symbiotic way. This article is a case study that reflects on the symbiotic relationship between different epistemologies using the five human senses as a multi-sensory approach to knowing. It discusses the experiences with students from InnerCHANGE and the University of Pretoria. (shrink)

This article engages through an interdisciplinary approach to re-envision Tangintebu Theological College’s (TTC) model of theological education in the context of climate change in Kiribati. It utilises the anthropological theory of symbolic interactionism within missiological, cultural and, theological studies of climate change. It argues for the coconut tree as an appropriate cultural conceptual metaphorical idiom for translating and understanding Christian faith and shaping a theological pedagogy within the Kiribati context of climate change. The coconut image (...) is an indigenous, holistic way of knowing and learning informed by Kiribati cosmology embedded within people’s experiences and understanding of the coconut tree. Its life-centeredness has the potential to contextualise the theological curriculum and teaching methodology to assist in equipping theological students with climate change-sensitive approaches. The qualitative method was utilised to allow participants to reflect on their experiences of climate change in relation to the mission of the church. The data that informs this article was generated through unstructured interviews and focus group discussions with members of the Kiribati Uniting Church (KUC). The data was analysed using symbolic interactionism. The results suggest that the Kiribati people symbolically interact with God through their understanding of the coconut tree, which is conceived as the embodiment of God’s presence. It became clear that while this world view informs the faith of members of the KUC, the TTC curriculum has sidelined it, resulting in miseducation of pastors because this omission means they are not equipped to engage with the challenge of climate change. The participants argued that there is an urgent need to understand theological education and ministerial formation within the indigenous framework of Kiribati coconut imagination that is embedded in the promotion of justice and equitable society not only for human beings but for all of God’s creation through symbolic interaction with the presence of God in the coconut. (shrink)

This article focuses on the response of Africanisation to Western theological education in Africa, which has for centuries become a theological problem for the African context. In this 21st century, Africanisation is at the centre of the African discourse and focuses on the realities of our African context. Therefore, theological education in Africa should be Africanised in order to seriously engage the aspects of Africanisation. The struggle against colonial education was to ensure that Africa (...) is liberated from unjust educational oppression, socio-economic oppression, poverty, racism, political oppression and gender injustice. In this regard, Africanisation is an agent to address the introduced Western theological education in Africa. Yet the two concepts, namely commercialisation and commodification, have an influence on theological education in Africa. (shrink)

The wide acceptance and maturation of the theology of missio Dei is the most important development in the theology of mission in recent times. It introduced a radically new understanding of mission and theology, and flowing from that a re-appropriation of ecclesiology. Mission studies are also characterised by a new appreciation of mission from the margins: liberation theology and the associated discourses on decoloniality, deep engagement in contextuality and the explosion of missional ecclesiology. This apostolic orientation of the church is (...) of the utmost importance in the reflection on the future of theology. This research attends to the postcolonial discourse as an important critique of colonialism and understands the emancipation of Africanised or decolonised theological education as an inevitable and positive development. Contextual sensitivity, attention to diverse power structures and a predisposition to appreciate diversity open imaginative possibilities for theological education. This leads to the argument that decolonial African theology must confront issues of biblical hermeneutics. The proposal of this research is that missional hermeneutic is an excellent starting point. It describes the contours of a missional hermeneutic, attending to mission as central to the Biblical story, the meaning of mission and the conviction that reading Scriptures constitutes an essential part of missional praxis. Missional hermeneutic is a centring vision and purpose for theological education. The argument is for a missional curriculum that defines a centre that unifies the various disciplines, one that places mission and missiology at the heart of theological education. (shrink)

Theological education is in crisis having lost an important dimension with its main focus on quality academics often abstracted from real life. This study aimed to propose that the formation of spirituality is fundamental to theological education and that theological education should be a holistic formation. The setting of this study is re-imaging theological education in the Dutch Reformed Church, a denomination in the process of missional transformation, but it is also applicable (...) to theological education in general. This study focused on the relation between theology and spirituality, the significance of missional spirituality in theological education and a probable model for the formation of a missional spirituality. The study found that theology and spirituality are interdependent, and theological education should thus focus on all the different areas of learning and formation, that is, minimum knowledge base, pass-on-able habits and skills, and attitudes and beliefs. Theological education should ultimately cultivate a missional spirituality, forming missional leaders for the church. Leaders who are equipped are able to equip others for God's mission. Theological education is not about obtaining a degree but in essence a process of formation and transformation. Wright asks: if the gospel is not transforming you, will it transform anything else? Transformation to be able to transform - a missional metanoia. CONTRIBUTION: This study provides a probable model for holistic theological education and the formation of a missional spirituality. (shrink)

The article sets out to demonstrate the need for theopastoral education in tropical Africa, by showcasing St. Andrew’s College, Kabare, in Central Kenya. The statement of the problem therefore is: How has St. Andrew’s College, Kabare, journeyed with its establishment as a centre of theopractical education? This will drive us to methodologically employ historical-analytical design in our bid to understand the intrigues behind the formation and growth of the institution. As it prepares to graduate from a diploma college (...) to a university, how has it wrestled with the challenges in its endeavour to reconstruct theological and pastoral education? The article sets on the premise that the nature of theological articulation in the East African region, as propounded by the then-all powerful East African Revival Movement, needed theopastoral reconstruction via establishment of an institution that would thoroughly address relevant concerns. To this end, the first synod of the diocese of Mt Kenya East, held at St. Andrew’s Church, Kabare, on 26 August 1975, requested the standing committee of the synod to appoint a commission to investigate the future plans of lay and clergy training and report this matter to the next synod. In other words, the first synod of the new diocese foresaw the birth of St Andrew’s as a centre of theological education and holistic training. In view of this, the article will explore the intrigues behind this process in a bid to show its relevance for the rest of the tropical Africa. (shrink)

This article problematises the critical subject of the decolonisation of the university and theological education in South Africa from the neo-colonisation of commercialisation and commodification. The article, written from a decolonial perspective, serves as an epistemic critique of the cultures of corporatisation, rationalisation and entrepreneurship in higher education driven by the marketisation of society by the neoliberal institutions of globalisation. The article engages the role of decolonising theological education by drawing insights from African/Black theologies, the (...) discourse on Africanisation and liberation to counter the strangulation and dominance of the commodification and commercialisation of theological education and prosperity theology in Africa, particularly in South Africa. (shrink)

This paper explores theological education through the lens of the prophetic model and focuses on three aspects of the prophetic activity: alerting the church to contemporary ‘fertility cults’, e.g. the subtle subjection of one’s faith to economic concerns, exposing the church’s ‘doctrinal’ description of a reality which rather conceals and obstructs the understanding of the church’s actual life, and appropriating the text in each context while remaining open to the challenge of other contextual readings.